Social organization and range use in the Yunnan snub-nosed monkey Rhinopithecus bieti

We studied social organization, behavior, and range use of the Yunnan snub-nosed monkey (Rhinopithecus bieti) at Wuyapiya (99 degrees 12'E, 28 degrees 30'N, the People's Republic of China) over 12 months between May 1992 and June 1994. The Wuyapiya band contained greater than or equal to 175 members and had two levels of social organization. At one level, the monkeys formed multifemale, one-male units (OMUs) similar to those of many other colobines. At another level, 15 to 18 OMUs traveled together in a cohesive band. Unlike the bands of other species of Rhinopithecus, the Wuyapiya band of R. bieti did not show seasonal fission-fusion, although some social behavior, such as male-male aggression, was seasonal. With regard to range use, the Wuyapiya band had a large home range and long daily travel distances compared with other colobines. Minimum range size in 1 year at Wuyapiya is 16.25 km(2), although there is no asymptote for range size as a function of observation time. Range size for the Wuyapiya band is 25.25 km(2) over the 2-year study and appeared to cover 100 km(2) between 1985 and 1994. The primary food of R. bieti at Wuyapiya is lichens, which are ubiquitous in fir frees. The multitiered social organization of R. bieti appears to result from the interaction of food resource characters with the forces of mate competition, with band sizes based on female responses to the spatial and temporal characteristics of lichens and subdivisions within bands based on male competition for mates.

心理咨询师的心理需要及相关因素的研究

The aim of this research is to explore the tendency of needs and its influential factors in counselors at present time．Three studies were carried out: study 1 was to find out the tendency of needs and the structure of needs in counselors. Study 2 was to compare the needs between counselors and non-counselors, in which 64 subjects were students majored in psychology but they don’t want to counsel.Study 3 was to initially explore the relationships between the tendency of needs and its influential factors. Studies of the 1 and 3 selected 123 counselors. It was found that: 1. The results of EPPS in counselors: according to comparison between original marks, the number of subjects who range first from high to low was: introspection，change，dominance，nurse，order，succor，affinity=autonomy，achievement，endurance，heterosexuality，deference，aggression=exhibition=abasement ; according to means of original marks, the tendency of needs from high to low was: introspection，achievement，nurse，autonomy，change，succor，endurance，dominance，order，affinity，aggression，exhibition，deference，abasement，heterosexuality. The lower one of the counselors were needs of aggression, exhibition，deference，abasement and heterosexuality，the high one are introspection，nurse and change．The most difference was achievement need. 2. Dilemmas had no significantly different effect on the needs of counselors, but sexuality and age affect them in some factors. There were significant differences in the factors of deference, exhibition and nurse among different ages. Counselors married had higher tendency of obedience, autonomy, introspection, nurse and endurance than those unmarried. 3. The results of EPPS in non-counselors: according to comparison between original marks, the number of subjects who range first from high to low was: endurance，order，change=dominance，autonomy= introspection=nurse，affinity，succor，aggression，achievement，heterosexuality，exhibition=abasement，deference; according to original marks’means, the tendency of needs from high to low was: nurse，endurance，achievement，order，introspection，change，autonomy，dominance，affinity，succor，aggression，exhibition，abasement，deference，heterosexuality. The lower one of the counselors were needs of aggression, exhibition，deference，abasement and heterosexuality，the high one were introspection，nurse and change．The most difference was achievement need. 4. There were significant differences in the needs of abasement and introspection between counselors and non-counselors. Male counselors and non-counselors had significant differences in the factor of abasement. Female counselors had higher tendency of succor needs. 5. The differences of childhood traumas and positive life events were not significant. The positive and negative life events themselves had no significant differences, but negative life events had marginal significant difference between the two groups. 6. The marks of counselors were lower than non-counselors in the factors of neuroticism. 7. Counselors and trainees had no significant differences among other needs、childhood traumas、life events、personality and coping styles except in the deference need. 8. The result of multiple estimation of EPQ , CTQ and EPPS were related．Many specific life events were related with the tendency of many needs. As shown in the research, children’s traumas, characteristic and life events may affect needs chiefly. 9. There were close relation between characteristic and childhood traumas in counselors. Especially the subjects with more childhood traumas had higher tendency of psychoticism, neuroticism and introvision. There were few persons with much high scores on the Childhood traumas in the subjects．Their personality characteristics indicate high extrovision and low psychoticism．Their childhood traumas may affect the shape of sound personality． Conclusion: 1. The most important tendency of needs were introspection，nurse and change． 2. The differences of childhood traumas and life events were not significant between counselors and non-counselors. The marks of counselors were higher than non-counselors in the factors of introspection, but lower in the factor of neuroticism． 3. The main influential factors in counselors of needs were childhood traumas、characteristic and life events.

攻击性、情绪调节评价对青少年攻击行为的作用

The aggressive behavior and the violent crime of the Adolenscents have aroused social widespread attention. The Social Implicit Cognition Method could overcome the insufficiency of explicit research methods such as Self-Report Scale, and carry on the thorough discussion to the intrinsic mechanism of the Adolenscent’s aggressive behavior. In this research, Implicit Association Test and Explicit Questionnaire are synthetically applied to inspect the relations among the aggression, Evaluation of Emotion Regulation and the aggressive behavior of the normal middle-school students and the Adolenscent violent criminals under the explicit and implicit conditions, and have carried the supplement to the internal condition of the General aggression model (GAM). The result indicates, 1. The concept of implicit aggression exists independently and separates from explicit aggression. However the relations between implicit aggression and the groups are remarkable, i.e. both the implicit and explicit aggressions of the Adolenscent violent criminals are remarkably higher than those of the normal middle-school students, but not influenced by sex factors. 2. Implicit Evaluation of Emotion Regulation is suitable to Chinese Adolenscents. The correlation of groups and sex factors exist to Implicit Evaluation of Emotion Regulation, i.e. in the group of criminals, the female inclines to the mood control compared with the male in the aspect of Implicit Evaluation of Emotion Regulation; however, in the group of normal persons, the difference between male and female is not remarkable in the aspect of Implicit Evaluation of Emotion Regulation. 3. Under the explicit conditions, it is discovered that the remarkable explicit aggression can predict violent criminals. But it is adjusted by Explicit Evaluation of Emotion Regulation, i.e. the predicting function is not remarkable when the Explicit Evaluation inclines to expression. Meanwhile, when checking the functions and the effects of the implicit variables after the explicit conditions are under control, it is discovered that the predicting function of implicit aggression is still remarkable, and the predicting function of Implicit Evaluation of Emotion Regulation is remarkable at the edge and also adjusted by sex factors. These findings help us not only understanding thoroughly the intrinsic mechanism of the Adolenscent’s aggressive behavior, discovering the moderating role of Evaluation of Emotion Regulation on aggression, but also providing an academic foundation on the prevention and intervention of the Adolenscent’s aggressive behavior.

农村留守儿童心理行为现状及其影响因素研究

To investigate the psychological and behavioral status and their influencing factors of children left behind in rural areas in China, 604 students were chosen from primary fifth grade, junior second grade and senior first grade in high schools in local villages and towns of Chongqing and Guizhou to complete some investegations. The results showed that children left behind actually had some internalizing problems including depression, state-trait anxiety, social anxiety, low self-esteem and some social problems in campus; however, they had no delinquency or aggression behaviors. Low parents’ educational level, low life standards, no-good parent-child relationship, the long years parent spent outside, the long time parent spent outside every year, the young age of child when his parent left him, the low contact frequency between parent and child when parent went out for work, all can be the influencing factors made child behave some psychological or behavioral problems. Children left behind need some appropriate psychological intervention, to improve parent-child relationship, to help release internalizing problems and amend interpersonal relationship at school. Several advices may be useful to improve psychological and behavioral problems of children left behind, which are for parents who work outside home not to work long to 10 years, or stay out for work more than 10 months per year, or left child to work when he is younger than two years old, or contact child more than one month after the last contact when work outside home, and you’d better contact child once a day. All of these could be helpful for children left behind to overcome some psychological or behavioral problems.